the relationship between information and communication technology

Modern Journal of Language Teaching Methods (MJLTM)

THE RELATIONSHIP BETWEEN INFORMATION AND COMMUNICATION TECHNOLOGY AND FOREIGN LANGUAGE TEACHING AND LEARNING

Abbas Pourhosein Gilakjani Department of English Language Translation, Lahijan Branch, Islamic Azad University, Lahijan, Iran [email protected] ABSTRACT INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) CAN BE USED TO CHANGE TEACHER-CENTERED METHOD TO STUDENT-CENTERED METHOD IN FOREIGN LANGUAGE TEACHING AND LEARNING. ICT HAS BROUGHT NEW CHALLENGES TO LANGUAGE TEACHERS AN THROUGH USING ICT, TEACHERS AND LEARNERS CAN COMMUNICATE WITH NATIVE AND NON-NATIVE SPEAKERS AROUND THE WORLD. ICT CAN PROVIDE A LOT OF RESOURCES FOR LEARNERS TO BECOME ACTIVE LEARNERS IN LANGUAGE LEARNING, HELP LEARNERS BECOME MORE ENTHUSIASTIC ABOUT THEIR LEARNING, AND CAN HAVE A BETTER UNDERSTANDING OF THE CULTURE OF THE PEOPLE WHOSE LANGUAGE THEY STUDY. IN THIS PAPER, THE RESEARCHER DEFINES ICT, EXPLAINS THE SIGNIFICANCE OF ICT IN LANGUAGE TEACHING AND LEARNING PROCESS, STATES THE BENEFITS OF ICT IN TECHNOLOGY INTEGRATION, AND DISCUSSES ADOPTION OF ICTS AT THE UNIVERSITY LEVEL IN IRAN. BASED ON THE REVIEW OF THE RELATED LITERATURE, IT IS CONCLUDED THAT THE USE OF ICT IN FOREIGN LANGUAGE TEACHING HAS POSITIVE IMPACTS ON BOTH THE TEACHERS AND LEARNERS AND CAN MEET THEIR NEEDS IN LANGUAGE TEACHING AND LEARNING. KEYWORDS: INFORMATION AND COMMUNICATION TECHNOLOGY (ICT), SIGNIFICANCE, 1. Introduction According to Floris (2014), ICT refers to technologies that provide information by the use of telecommunications. ICT is the same as Information Technology (IT) but it basically focuses on communication technologies. It involves the Internet, wireless networks, cell phones, and other

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Modern Journal of Language Teaching Methods (MJLTM) communication tools. Alsunbul (2002) stated that Information and Communication Technologies (ICTs) have introduced many advantages to the learning environment because they use infinite multimedia learning materials in the curriculum and make them accessible to the learners throughout the world. Through Information and Communication Technology, learners, teachers, experts, and researchers cooperate with each other in different ways. ICT is a potent instrument in providing information in various ways. It is provided in different forms like texts, pictures, tables, graphs, and multimedia which make the educational classes more interesting and attractive for learners. It makes the learners feel more relax to learn and also make them active because they learn by using technology rather than by being Pirani (2004) said that the use of computer technologies in language teaching provides a studentcentered learning environment, enables teachers to use different styles of lesson presentation to motivate their learners, and provides opportunities for learners to learn more out of their classrooms. He continued that certain conditions should be met to get the full advantages of ICT in teaching. They involve the availability of computers and the presence of solid infrastructures which are necessary for the success of information technology integration. Albirini (2006) and Alusing technology in language teaching are the important components of integrating technology in the curriculum. Due to the fact that the use of technology decreases teacher-centered method, it can also comfortably without being fear of making mistakes which will decrease their affective filter (Krashen, 1982; Krashen & Terrell, 1983; McLaughlin, 1990). their lessons. ICT solves the obstacles of time and place. ICT can change learning. ICT is very important for education because of its user friendliness, speed, precision, high storage capacity, completeness, stability, rationality, persistence, and contingency (Patil, 2014). In this paper, the researcher reviews the definition of ICT, the significance of ICT in language teaching and learning process, the benefits of ICT in at the university level in Iran. 2. Definition of ICT ICT involves technologies like desktop and laptop computers, software, and connections to the Internet that perform information processing and communications functions (Statistics Canada, 2008). ICT is the combination of informatics technology with other technologies, particularly communication technology (UNESCO, 2002). According to Watson and Watson (2011), ICT refers to technologies such as computers, the Internet, broadcasting technologies (radio and television), and telephony that facilitate learning and teaching processes. ICTs is the all forms of communication technologies like computers, videos, hardware, networks, and software that can be used for educational and research objectives. Teachers and learners can use them for teaching, learning, and research (Zare-ee, 2011). 3. The Significance of ICT in Teaching and Learning Process The use of ICT is very important in education because it provides enough opportunities for learners to learn easily and effectively. Traditional educational environments are not appropriate for learners to learn and are not efficient in today's society. Educational institutions that do not use new technologies in stated that when learners are trained in the use of ICT skills in their educational environments they are prepared for the future developments on the basis of their true understanding. According to Bransford, Brown, and Cocking (2000), what is known about learning presents significant guidelines for the use of technology that help learners and teachers develop the necessary capabilities required for them. Dede (1998) said that ICT is a means of improving efficiency in the educational process, helping learners and teachers improve their memory retention, increase their motivation and understanding. Rifkin (2000) emphasized that ICT promotes cooperative learning and establishes the rich networks of interconnections and connections between persons.


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Modern Journal of Language Teaching Methods (MJLTM) Kozma (1991) pointed out that technology can change the ways of l instruction. Schank (2005) said that technology revolutionizes the learning process. Breuleux, Laferrière, appropriate use of technology can convey their roles in the classes. ICT can be used as a catalyst for change and change can involve working conditions, exchanging information, teaching methods, learning approaches, and scientific research. Teachers can use ICT for facilitating learning, critical thinking, and peer discussions. Miller, Martineau, and Clark (2000) declared that teachers can use technology for their instruction because it provides related examples, changes the situation of classroom; prepare learners for future job, and enhances access to the information. Louw, Muller, and Tredoux (2008) said that technology improves learners to develop cognitive skills, critical thinking skills, and access to information. Becta (2003) stated that ICT presents fast and true feedback to learners. Lau and Sim (2008) confirmed that the use of ICTs promotes deep learning and permits teachers to respond to the needs of different learners. -toface teaching and learning. Iding, Crosby, and Speitel (2002), Shamatha, Peressini, and Meymaris (2004), and Romeo (2006) stated that the use of computers assists learners to become knowledgeable, decreases the amount of instruction to learners, and helps teachers to meet their learn help both teachers improve their teaching and learners increase their learning. These technologies play a learners and help them complete their learning activities (Grabe & Grabe, 2007). 4. The Benefits of ICT in Language Teaching and Learning ICT can cause many technological developments in the teaching and learning processes of foreign languages. According to Grosbis (2012), ICTs provide various instruments simultaneously. They are very easy to use and learners can share their tasks with each other and can also communicate with teachers or other learners. Learners can get the necessary information and can also have free access to many programs that are freely downloaded from the Internet. According to Kromidha and Toro (2015), ICT can make learning more personal and learners can follow their own learning according to their own needs. Learners are more motivated and more active. ICT can help learners develop their independence and motivation. ICT can be used as an effective teaching instrument for teachers and can help them to make a roles are changed. They act as the guide and not the persons who know everything. They can focus on their own creative teaching. Both teachers and learners can have easy access to the new information. A lot of exercises can be found on the net for free. Learners can practice speaking in English through ICTs. Teachers can choose the best teaching and learning materials for their learners that are suitable to their needs based on their age, level, and abilities. ICT can increase their own pace. Learners can increase their learning and creativity through having access to many information, provide an easy and fast access to the authentic materials in instruction which can motivate learners to learn more (Floris, 2014). According to Melor Md Yunus (2007), ICT provides a variety of learning opportunities for students to learn language. It provides supplementary activities for learners to enhance their learning in the particular aspects of language learning. These areas involve reading tests and comprehension questions, grammar exercises, pronunciation exercises, vocabulary tests, and cloze tests. Gonglewski (2003 as cited in Melor, Maimun, & Chua, 2009) expressed that Computer Assisted Language Learning (CALL) promotes student-centered learning, helps learners expand their own communicative skills, provides them with a lot of alternatives of the target language such as grammar, vocabulary, and pronunciation to practice, listening, speaking, reading, and writing to develop. Through this program, Learners are able to manage their own learning at their own pace and this can help them take more responsibility for their own learning which leads to more learner-centered approach.


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Modern Journal of Language Teaching Methods (MJLTM) A study was done by Blanskat, Blamire, Kefala (2006) towards the benefits of ICT in European indicated that ICT had a positive influence on lear Schools that had enough ICT resources gained better results than those that lack them. Educational achievements of learners are related to the effective use of ICT. A lot of teachers said that learners are more motivated to learn when they have enough computers in their classes. Many learners stated that ICT was very useful for them because it met their particular needs, decreased the social differences between learners, and took more responsibilities when using ICT. teaching processes. Grimus (2000) asserted that through teaching ICT skills to learners they are prepared to encounter future developments on the basis of true understanding. Bransford, Brown, and Cocking (2000) said that important guidelines can be provided for learners and teachers though the use of technology that can help them develop their capabilities needed for their learning and teaching. According to Jones and Knezek (1993), ICT serves as a means of improving performance in the educational process. Dede (1998) indicated that the use of ICT improves memory retention, enhances motivation and deepens understanding. Forcheri and Molfino (2000) expressed that ICT is used to increase collaborative learning such as role playing and group problem solving activities. Teachers are the main agents of implementing computer technology. If their roles are not considered to implement computer technology, it will bring about only limited impacts (Ferguson, 1997; Grant, 1996). Without the participation of teachers, computer technology itself does not make a significant effect determined by teachers (International Society for Technology in Education, 2001; Wenglinsky, 2001). Teachers should take new roles to help students to follow their own research, use all kinds of computer technologies to collect, arrange, explain information, and become thoughtful about information quality and sources (National Council on the Accreditation of Teacher Education, 1997). planner, manager, facilitator, guide, and participant in computer technology use. As a planner, the teacher makes certain that computers are truly included in the program, organizes the learning environment, and urges students to work together. As a manager, the teacher makes certain that students and particular needs. As a facilitator, the teacher helps students to construct their own knowledge, helps them to set their aims of learning, and encourages them to examine carefully what they learn. As a guide, the teacher urges students towards new learning and persuades them to take part in activities that raise their higher order thinking skills (Ryba & Anderson, 1990). As a participant, the

a giver of information to a facilitator of information (Ryba & Anderson, 1990). Schwarz (2000) stated that the use of computer technology can help teachers to communicate with their students, use new techniques to curriculum, and use new methods for teaching skills. The purpose of using computer technology is to increase the learning process. Teachers who use computer software for their own personal use are very good at computer software and have access to them at schools and in individual classrooms and are interested in learning more about using computer software for instructional and educational purposes. Some teachers are not aware of the importance of educational software that can help them to teach effectively and a lot of them do not use computer software for teaching tasks (Iding, Crosby, & Speitel, 2002). Computers are very important for education and teachers do not pay attention to the importance of their own teaching roles in implementing computers in classrooms. They do not have enough motivation for using computers in spite of the fact that they know the importance of computer technology in changing schools (Whetstone & Carr-Chellman, 2001). According to Koehler and Mishra (2009), teachers


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Modern Journal of Language Teaching Methods (MJLTM) can play a significant role in shaping classroom uses because education is one of the aspects of classroom uses consisted of the interaction of many information structures rather than a single simple structure. One of the most important skills that teachers should have is the knowledge of computer technology use (Anderson, 2008). Many studies have been done about what teachers should know about computer technology for effective education (Koehler et al., 2007). Earle (2002) expressed that the way the computer technology is used for education in relation to the content and the effectiveness of its application is more important than computer technology itself is used. Teachers should integrate computer technology into -development (Kumar et al., 2008). The knowledge structures that should be available to teachers for computer technology integration should be valuable. Unfortunately, teachers do not have sufficient knowledge and lack competence in integrating computer technology into their classroom teaching (Bozkurt et al., 2010). According to Prensky (2001), students are defined as natives of the digital world, while teachers are defined as immigrants of the digital world. In order for the immigrants of the digital world (teachers) to have a good connection with the natives (students), they should make changes in their teaching and the subjects they teach. This is the duty of teachers to provide an appropriate learning environment for students who have different experiences, features, and skills. Teachers should be able to use computer technology effectively in the learning process and they should be a pattern for their students in using computer technology (MEB, 2008). Molaei and Riasati (2013) expressed that in a computer-oriented technology environment, teachers direct class activities and help learners to organize and complete their tasks. They believed that the Iranian teachers prefer to use computer technology in their EFL instruction. They continued that the use of computer technology is appropriate for teaching because they can control both their students and their classes. They also emphasized that computer technology leads to enjoyable and interesting classes for students and increases class participation. Molaei and Riasati (2013) added that teachers are aware of roles changed from the source of authority to a guide that leads students to take more responsibility for their learning. This change of role will be useful not only for the other teachers but also for students in their learning process. 6. Attitudes towards Computer According to Yushau (2006), the perceived usefulness of computers affects attitudes towards them and the amount of confidence teachers get in the utilization of computers will influence their classroom use. Attitudes towards the perceived usefulness of computers are very important in learning computing skills and this will influence the computer knowledge. The Chinese Computer Attitude Scale was administered for 216 secondary teachers by Yuen and Ma (2001). The purpose of this study was to examine the factors that affect the instructional use of computers. The results showed that the use of computer among teachers was determined by affective attitudes, general usefulness, and behavioral acceptance of the usefulness of computer technologies and affects whether teachers integrate these resources into their classroom (Akbaba & Kurubacak, 1998; Clark, 2000). Yildirim (2000) represented that positive attitudes are developed in teachers who use computers more and promote further use of the computer in their daily teaching tasks and do activities that need computer technology. According to Gao (2005), perceived usefulness is positively correlated with computer attitude. Teo, Luan, and Sing (2008) mentioned that perceived usefulness is one of the

acceptance of the usefulness of technology and its integration into instruction. Furthermore, Sophocleous Obtained results from this study indicated that these technologies are the excellent instruments for teachers to utilize them in their instruction with their students. Rahimi and Yadollahi (2011) examined the relationship between attitudes towards computer-assisted language learning among 130 learners of high school in Iran. According to the findings of this study, the


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Modern Journal of Language Teaching Methods (MJLTM) Iranian learners indicated positive attitudes towards CALL. It was also found that positive attitudes towards computer-assisted learning lead to the use of computer technology in learning and negative The results of a study carried out by Rahimi and Hosseini (2011) showed that the Iranian students had strong negative attitudes towards computer-assisted language learning and they emphasized that computer cannot replace the traditional teaching methods. Moreover, Tahriri, Azim Dokht, and using computer technology in their classes. 40 male and female EFL teachers took part in this study. The results obtained from this study showed that the Iranian EFL teachers had highly positive attitudes towards using computer technology in their EFL instruction. their English courses and the possible barriers to the implementation of CALL. 212 EFL teachers took part in his study. Questionnaires, the semi-structured interviews, and non-participant observations were applied as the research instruments. The results showed that the Iranian EFL teachers had positive attitudes towards using CALL. It was also indicated that computers were considered as useful tools for English courses. Some serious barriers have been reported by teachers to the use of CALL in their English courses. Mollae computer technology in their instruction. The findings obtained from both qualitative and quantitative data indicated that the Iranian EFL teachers have positive attitudes towards the use of computer technology in their classrooms. In addition, Sadeghi, Rahmany, and Doosti (2014) stated that the Iranian EFL teachers who were working with computers more than the other teachers indicated positive attitudes towards using them in their instruction. The results obtained from the above studies indicate that in order to promote positive attitudes towards computer technology among teachers, it is very important to pay attention to what teachers think about computer technology and its usefulness for their instruction, what their knowledge and skills are or what skills they need to further develop. It is also concluded that the more positive teachers' attitudes were towards computer technology, the more likely they were to use it in their classrooms. 7. Adoption of ICT at the University Level in Iran One of the most effective changes in higher education is the use of Information and Communication Technologies (ICTs). These fast changes have not influenced all societies similarly. Modern ICTs in higher education has a short history but spreading with high speed in various contexts. There are some uncertainties about using ICTs in Iranian higher education. The use of ICTs is accompanied by the feelings of hope and despair. The history of the use of ICTs in Iran is shorter than the general history of the use of modern technologies in education all over the world (Zare-ee, 2011). Due to the worries about cultural attack through ICTs and their possible misuses, uncertainties about the uses of ICTs in higher education have caused some restrictions on using ICTs. These worries arise from serious efforts in the higher levels of education to de-Westernize and Islamicize the country and its educational system (Kheiltash & Rust, 2009). Although there have been uncertain feelings of hopelessness and helplessness about using ICTs in Iran, institutions of higher education have attempted to pave the way for using ICTs in their learning and teaching activities. These institutions involve public universities, private universities called Azad University branches, and distant learning centres called Payame-Noor University branches. All universities have websites that are equipped with an ICT centre where Information Technology (IT) assistance is provided (Zare-ee, 2011). In all public universities, institutional email addresses are provided for all students and teachers. In these universities, most dormitories are equipped with small computers and Internet centers where students can use them and connect to their low-speed Internet. All staff rooms in public universities and most staff offices in Azad and Payame-Noor universities have a personal computer connected to the Internet. Student registration and student record tracking are done by the Internet in some cities of the country and some students have to go to the nearby internet cafes for their services (Zare-ee, 2011).


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Modern Journal of Language Teaching Methods (MJLTM) Common people, specialists, and policy-makers have different opinions about the usefulness of ICTs in general and in educational contexts in particular. Some scholars are skeptical about the efficacy of ICTs in education and others have stated that the efficacy of ICTs depends on those who use them. Generally, teachers are the keys to the successful use of ICTs in higher education (Zare-ee, 2011). ICT has an effect on learning for some learners and it never takes the place of a teacher (McFarlane, 2002). According to McFarlane (2002), the key role of the teacher in integrating ICTs with the curriculum and culture of the student is unavoidable and the use of ICTs in higher education depends on cultural contexts. Everyday many ICT-related educational tools are created and waiting to be used in educational contexts. These educational tools can be used in higher education if policy makers, teachers, and students show and develop the essential understanding, eagerness, and readiness to utilize them (Zare-ee, 2011). Presently, many students enter the university with anticipations that ICTs will be accessible, available, and efficiently utilized (Sachs, 2006). In Iran, many students are not aware of current developments in ICTs or are digitally less educated to have the similar anticipations seen by Sachs. The benefits of ICTs in higher education cannot be limited to teaching and learning. Teachers and students in institutions of higher education can do a lot of researches through using ICTs because they are very useful resources (Zare-ee, 2011). Tools such as emails, blogs, databases, analysis software, and many other forms of ICTs can be used in all stages of the research process such as selecting the research topic, collecting the data, doing data analysis, summarizing findings, and drawing implications for the discussion of results. Consequently, ICTs can assist the Iranian EFL university teachers in both instruction and research. There are not enough researches regarding the Iranian EFL university teachers' opinions about the usefulness of ICTs in higher education. There are different and contradictory results of the studies done concerning the use of ICTs for university teaching and learning (Zare-ee, 2011). A study was done by Sarmadi, Ebrahimzadeh, Tafazoli Moghadam, and Dayani (2010) about the factors influencing the use of ICTs for research and instruction among Iranian faculty members. The researchers found major impacts on the ICT use for perceived complexity of ICT, positive attitudes towards the benefits of ICTs, perceived testability of teaching and learning through ICT, and skill in English as a foreign language. According to Sharifi (2003), the Iranian EFL university teachers have reported significant effects on the use of ICT for the fields of study, age, university degree, and teaching experience. It has been reported that university teachers in the humanities and older teachers use ICTs less than all others. Findings indicated that users had positive attitudes towards ICT in teaching and learning. Bordbar (2010) also the experiences of the students they teach. In fact, it has been suggested that attitudes towards benefit from training. Positive attitudes often encourage less technologically capable teachers to learn the skills necessary for the implementation of technology-based activities in the classroom. Ghafoori (2008) also conducted a study in 4 different cities of Iran. 200 EFL teachers participated in th their attitudes towards computer technology. Based on the results of the above studies, it is concluded computer. The other consequence is that teachers who have sufficient experience in computer technology are expected to use effectively computer technologies in their instruction. Bordbar (2010) said that there is a relationship between computer attitudes and competence. He emphasized that higher use of computers within their classroom. According to Bordbar (2010), teachers who do not have adequate knowledge and skill in computer technology show negative attitudes towards its use. In addition, Dashtestani (2013) conducted a study about the attitudes of the Iranian EFL teachers towards using CALL materials and the necessary skills in using these materials. Three groups took part in this study. They were EFL teachers, teacher educators, and teacher trainers. The results indicated that these groups had positive attitudes towards utilizing CALL materials while teacher educators had somehow


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Modern Journal of Language Teaching Methods (MJLTM) more positive attitudes than the other groups. It was also found that the Iranian EFL teachers did not have enough skills in using CALL materials. The results also showed that the Iranian EFL teachers do not use CALL materials in their EFL courses. 8. Conclusion This paper reviewed the issues pertinent to Information and Communication Technologies (ICTs) and their relationship with language teaching and learning. Review of literature indicated that ICT provides a very good learning and teaching environment for both learners and teachers and it can also change the quality of language learning and instruction. We know that teachers are the basic agents in using ICT so they should be trained in the correct use of ICT in the process of teaching. Information and Communication Technologies give learners a kind of freedom to learn. Teachers and learners should understand the real impact of ICT on the teaching and learning process. The findings of this study showed that teachers and learners should have strong motivation for the use of ICT in education. The findings also indicated that teachers should be trained for the better and effective use of ICT in their instruction. It can be concluded that ICT knowledge, teaching experience, professional development, and ow the value of ICT in their teaching-learning process they should participate in educational workshops in order to be trained well. We should realize that ICT cannot itself solve all of educational problems. If ICT is appropriately used, then it will facilitate the process of learning for the learners. The final remark is this if teachers intend to use ICT in their learning and teaching processes, they should make ICT a more rewarding partner in their learning and teaching process. REFERENCES Syrian EFL teachers. Computers & Education, 47, 373-398. Al Sanaidi, S., Lin, L., & Poirot, J. (2009). Barriers to adopting technology for teaching and learning in Oman. Computers & Education, 53, 575-590. Computers in Social Studies Journal, 7(4), 833-836. Retrieved March 8, 2011, from www.webcom.com/journal/akbaba.html Alsunbul, A. (2002). Issues relating to distance education in the Arab World. Convergence, 35(1), 59-80. Anderson, T. (2008). Towards a Theory of Online Learning. In T. Anderson (Ed.), Theory and Practice of Online Learning (2nd ed., pp. 45-74). Edmonton: Athabasca University Press. Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT Impact Report: A Review of Studies of ICT Impact on Schools in Europe. European School net: http://ec.europa.eu/education/pdf/doc254_en.pdf. Becta. (2003). A review of the research literature on barriers to the uptake of ICT by teachers. Retrieved from: http://partners.becta.org.uk/page_documents/research/barriers.pdf -assisted language learning. International Journal of Language Studies, 4(3), 27-54. Bozkurt, A., Bindak, R., & Demir, S. (2010). Efficient Use of Computer Mathematics Teachers Eligibility Qualifications and the Worked Environments. IETC, Istanbul, Turkey. Bransford, J., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: brain, mind, experience, and school (2nd ed.). Washington, D.C.: National Academy Press. Breuleux, A., Laferrière, T., & Bracewell, R. J. (1998). Networked learning communities in teacher roceedings of SITE th International conference of the Society for information technology and teacher education (pp. 1170 1175). Charlottesville, VA: ACCE. Castro, C. (2003). Education in the Information Age: Promises and Frustrations, [Online] Available: http:// www.iadb.org/sds/doc/Edu&Tech2.pdf [2015, August 12]. Cawthera, A. (2000). Computers in Secondary Schools in Developing Countries: Costs and Other Issues, The department for international development, world links for development, and the human development network of the World Bank.


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